The essay "The Game of School" is definitely something I could relate to in many aspects. Public school itself is designed to educate the average student and sometime if you fall above or below that, you sometimes suffer in school if you are not moved into different classes. I was put into honors and AP classes, which avoided busy work. We would be having debates and writing essays and reading, rather than my other friends in regular classes who were defining vocabulary words once a week. I somewhat feel that I had a different education in upper level classes because I couldn't necessarily play "the game". It was very hard to work around homework and not actually do it because it had meaning and purpose. If you didn't read ahead then you wouldn't be able to follow what the class would be doing the next day. Unlike my classes, the regular class would teach you everyday, chapter by chapter and you would repetitively define words or answer questions. Rather than independently creating ideas, students would just look up the answers on a common website. I feel the idea of school being a "game" is a very evident theory and can most definitely be seen throughout many schools in the United States.
WOW. This course never fails to leave me feeling completely uncertain about my career path! First, I must say that the metaphor used by the author was absolutely remarkable. It was so concise and so accurate and completely summed up the mentality of the education system in far too many cases. Fried was spot on in equating todays education to a game in which many students and teachers play to simply scrape by. It is evident that many people are calling for a change in the way that students go about learning and teachers go about teaching but early on Fried mentions a number of reasons why change is not as simple as we would all hope.
There are a number of elements that indicate that the game of school is being played. From large class sizes to uninterested students to tests that determine who has succeeded as a student or teacher and who has failed, the odds are seemingly stacked against those working to better education. While these are issues that a wide eyed college student may believe can be remedied, especially those of us looking to become teachers, I am personally afraid. It is one thing to potentially have students that need motivation, but what happens when you have parents who are not motivated to help their students, or a school that simply cannot financially support learning? It worries me that education is seemingly becoming less and less of a priority, not just with students but on a national scale. Teachers do not want to simply go through the motions, but often it is the only choice they have and it is so unfortunate. While the majority of them would love to take the time to explain to their students the importance of what they are doing and the meaning why they are doing it, it is time they do not have.
It is so baffling that education is always under such scrutiny when we are a world so driven and consumed by money. If the belief that knowledge is power no longer holds true then what is it that we should be instilling in students? If innovating, and creating and learning and imagining is no longer necessary in being successful and competitive in this capitalist society what is? What needs to be in the curriculum to get people to realize that education is important and that education is not just a game?
I feel the need to start off by conceding that I have played the Game of School as described, and I acknowledge that just about everyone else has. And maybe it’s an incurable disease that has infected our education system, stopping progress and pride in one’s work in its tracks. It takes hold in the younger grades, when reading stops being fun and starts being required, when our clock math becomes staring at the slow ticking contraption on the wall, when lessons become paperwork and regurgitation and people start to realize that they can avoid that horrible feeling in their stomach when they answer a question wrong by never answering questions at all. We close our hearts, our minds, our time to education, doing only what is required, looking to the “smart kids”. We label those in the group who excel in this or that and rely on them, never considering our opinions worth exploring. And the teacher nods to the prognosticated answer and moves on.
Perhaps we can’t reverse what sets in when we are young and education becomes something hard and uncomfortable, when our peers start sectioning off and everyone’s not friends anymore, and when group work becomes awkward and forced rather than embraced and enjoyed. But maybe, if we try, we can. By adding little things that are interesting, facilitating open conversation and creating accepting environments, relevant ideas to students, and trying to do a little bit more than required every day, we can change it. Just maybe.
Maria Charbonneau
EDC 102H – Game of School Response
Focus questions:
What are the key indicators that the Game of School is being played?
How does the GOS influence your own view of school and learning?
What role do you think the GOS play in efforts to improve schools?
Like an insidious snake, the “Game of School” mentality manages to find its way into every school system in America, I would argue. It is a poisonous mindset; “to get along, get by, and get out” is far from the right perspective teachers and students alike should have regarding learning in a school setting. It is idealistic, perhaps too idealistic, to hope that students and teachers can maintain the motivation to acquire and give knowledge for its own sake. It takes remarkable vision and determination to uphold the ideal. Every student has at one point or another mentally pushed himself/herself by saying, “Just one more class to get through” or “one more semester to finish.” It is unrealistic to think that students will no longer feel this way if teaching styles were to change or if the administration changed its policies for certain classes or requirements. However, that feeling of “make it through, make it through, make it through” can be minimized if changes are adopted. That, I believe, should be the main focus for teachers and students. Changes may come in the form of actual adjustments to teaching styles or to requirements. And in the case for both the student and the teacher, both should be aware of the insidiousness of the mentality of the Game of School and do his/her utmost to stave off the poison.
I could relate to many points in this passage. Sometimes I, and I’m sure other students as well, get lazy and look for the easy way out. We do minimal work and expect a good grade; however it is not usually the case. Instead, the slacking catches up to us and we end up lost. We do not understand what is going on in class, and we end up cheating ourselves out of an important lesson. It was interesting to read how teachers are also playing “The Game of School”, because I had never looked at it that way. Teachers also sometimes take the easy way out, but students see it as an “easy A”; however, this, too, is cheating students out of important lessons. If students and teachers stopped playing this “game” students would have a more enriching education, and in the end it is real. School is not "only a game".
The Game of Schools did make me stop and think about what schools really are teaching. I know from experience that a lot of times the work that we did was not really the most effective. This “busy work” was less prevalent once I got into higher classes such as honors or AP courses.
The lessons from school that have had the most lasting impact were not homework assignments or work sheets that most teachers have given at some point it time, but the moments when I had to use my creativity and thoughts to create meaning behind a lesson or idea.
I think that the importance of standardized tests does stifle the creativity of both students and teachers. It seems however, that these tests are a necessary part of today’s schools, and while I do not agree that they are the best strategy, while they are here, teachers have to adapt and make lessons incorporating ideas more interactive, and therefore more memorable.
My reaction to the article The Game of school was thoroughly shocked by how much I agreed with certain statements about the "loops holes" in school. I think it was fair to say that the true passion for learning is dying out sense kids just want to "get by" in school. There are definitely a fair share of people who do not apply to it but there is also a significant amount of people that can relate to this. On page 94 when they were mentioning how young students were joking around in their questions for the teacher and were not taking the task seriously. I do see this happening in an elementary, middle, or even high school I guess kids will be kids, but there is a significant lack of discipline in our education system in this country compared to other countries such as India. There will always be lazy kids who just do not want to do the work. However, it is a two way street between students and the teachers. Students must have a good attention span and enthusiasm to learn in the class, but it's only going to happen if the teacher makes the material purposeful to know. I do agree that students and teachers must be allies in order to fight against ignorance, oppression, and poverty of the spirit. I have found teachers that do not care about the class, knowing they still get their paycheck at the end of the day, but mainly in college. There are teachers like that however at any level of schooling. Also the quote on page 98 saying, "a major part of the Game of School; waiting for someone else to answer the questions, waiting for someone else to take the initiative," I found compelling because that really is what school feels like some times. I feel we have lact of unity and certainty because of the building unanswered questions we come across by trying to solve other issues, and technology is truly separating the unity. Kids can go online do their homework, there's no more using just the raw mind to solve problems. We need our phones, computers, and iPads for everything. I find it unnecessary. I do think that there are kids out there passionate to learn though, so the whole "game of school" is a little dramatized, but does have truth to it.
The "Game of School" is something that I think all students and teachers recognize as a reality but avoid talking about it much like the article talks about. It is hard to see the behind the scenes of a school system where there are unmotivated teachers, low budgets, crippling standards to meet enacted by administrations, and students who are unwilling to learn.
I think that students are largely responsible for the quality of education that they receive. Sure every once in a while you will get a teacher who really is to blame because you can tell they could really care less, but other than that it is up to the student. If you do not have the best textbooks or resources, make the best with what you have. If you are given work to do, actually do it and come to class prepared. If you feel like all you are doing is busy work, go out of the realm of what is asked of you and learn on your own. These efforts are up to the student. If you sit back and school and do the minimum, guess what, your education value is going to be low. But, if you go out of your to learn as much as you can while you are in school, you are going to get a quality education no matter what the outside factors are.
The "game of schools" did not change my view of schools that much as far as the way that I saw students. Like the article says, students know how to play as much as the teachers do. But I was intrigued when brought face to face with the obstacles teachers face.
A lot of times when you are student, you see a teacher as exactly that and not much else. Reading all of those issues made me take a step back and think about how difficult a job teaching really is. Not only do they have to deal unmotivated students, but they have to work with negative colleagues and bad administration. It is easy to understand, in a sympathetic way, why teachers sometimes just take the shortcut.
I think the game of schools will work to improve schools because it is one general problem that will solve many smaller problems, almost in a domino effect. For example, if you solve students willingness to learn, teachers may feel more inspired to learn. Another would be, if you let teachers teach off the curriculum and made it more lenient for them, they could inspire students to learn more.
The "Game of Schools" outlines many problems that teachers and students face every day in schools. But it also shed light on the fact that neither student or teachers can face this problem by themselves, they must work together.
Emma Meyer 24th September, 2012 EDC 102H Dr. Fogelman
Game of School Reading about the game of school was as though someone had documented my academic performance. It was eerily similar to my self-proclaimed laziness – where I do the bare minimum in order to ensure a good grade. The game of school, for me, despite the subject or the teacher, has always been apparent. At best, the game has only been minimized because of my enthusiasm for a class. Even so, I find that my learning is not solely for the purpose of intellectual advancement, but rather an A. At some level, I do not even feel guilty about playing the game, for it is encouraged by the great importance that is weighed upon in regards to class rank. Without an impressive record, one cannot expect to advance onto an outstanding college, ultimately leading to the greatest careers. This academic record, however, does not necessary entail that the student had actually learned the material, instead of just memorizing it. While this is a very prominent problem, I do not see a way of avoiding it. There seems to be no other plausible way than a report card to give objective feedback on a student’s performance, and this will always be the most looked to indicator of a child’s improvement. Until this conundrum is addressed, I do not see the game of school ending; and I, among many others, will continue to play it, not getting the most from our education because of a misplaced goal of doing anything for the A.
The Game of School essay is very very interesting to me mainly because of its visible relevance to nearly every school across the nation. However unfortunate it is, many students do not take pride in doing well in classes and teachers do not have the desire to teach uninterested students. The Game is simply just going though the motions, just focusing on graduation, and just doing the minimum. Not striving for the best or aiming higher than the bar has been set. In my own experiences, in my honors level courses, there was much more drive to be intellectual and you were rewarded socially among your peers for thinking outside the box or making deeper analysis. In this level you were not made fun of for succeeding, you were envied. However, in lower level or average classes such was not the case. The article suggests that teachers also get bored of striving for the best because of lack of time, how they are being managed, and the stress of the job. This is all understandable, but I do not believe that the teachers are as bored or unmotivated as the author gives them credit for. At times, of course they are exhausted but never defeated. She also criticizes the standard ways of conducting class, through quizzes, homework, classwork, and lecture on the chapter. This is the standard way of teaching and assessing and for plenty it is sufficient to learn and succeed with. They are not just mindless activities but they do have purpose. It is the students that interpret them as idiotic or do not complete them that are not benefitting from the work being given. Though I agree that at times education is taken passively, I believe it to be more in the hands of the students than the teachers. Yes the teachers can give more interesting assignments and try to motivate them, but if the students are closed to learning then it is not the teachers fault. In education reform, the standardized testing emphasis is not putting any more focus on creative learning. It is in fact doing the exact opposite, forcing the students to think in options of only A, B, C, or D. If the focus was more on rewarding students for creativity or desire to learn rather than having the students gauge their success in a number maybe the participants in this "Game of School" would decline.
There are a number of elements that indicate that the game of school is being played. From large class sizes to uninterested students to tests that determine who has succeeded as a student or teacher and who has failed, the odds are seemingly stacked against those working to better education. While these are issues that a wide eyed college student may believe can be remedied, especially those of us looking to become teachers, I am personally afraid. It is one thing to potentially have students that need motivation, but what happens when you have parents who are not motivated to help their students, or a school that simply cannot financially support learning? It worries me that education is seemingly becoming less and less of a priority, not just with students but on a national scale. Teachers do not want to simply go through the motions, but often it is the only choice they have and it is so unfortunate. While the majority of them would love to take the time to explain to their students the importance of what they are doing and the meaning why they are doing it, it is time they do not have.
It is so baffling that education is always under such scrutiny when we are a world so driven and consumed by money. If the belief that knowledge is power no longer holds true then what is it that we should be instilling in students? If innovating, and creating and learning and imagining is no longer necessary in being successful and competitive in this capitalist society what is? What needs to be in the curriculum to get people to realize that education is important and that education is not just a game?
Perhaps we can’t reverse what sets in when we are young and education becomes something hard and uncomfortable, when our peers start sectioning off and everyone’s not friends anymore, and when group work becomes awkward and forced rather than embraced and enjoyed. But maybe, if we try, we can. By adding little things that are interesting, facilitating open conversation and creating accepting environments, relevant ideas to students, and trying to do a little bit more than required every day, we can change it. Just maybe.
EDC 102H – Game of School Response
Focus questions:
What are the key indicators that the Game of School is being played?
How does the GOS influence your own view of school and learning?
What role do you think the GOS play in efforts to improve schools?
Like an insidious snake, the “Game of School” mentality manages to find its way into every school system in America, I would argue. It is a poisonous mindset; “to get along, get by, and get out” is far from the right perspective teachers and students alike should have regarding learning in a school setting. It is idealistic, perhaps too idealistic, to hope that students and teachers can maintain the motivation to acquire and give knowledge for its own sake. It takes remarkable vision and determination to uphold the ideal. Every student has at one point or another mentally pushed himself/herself by saying, “Just one more class to get through” or “one more semester to finish.” It is unrealistic to think that students will no longer feel this way if teaching styles were to change or if the administration changed its policies for certain classes or requirements. However, that feeling of “make it through, make it through, make it through” can be minimized if changes are adopted. That, I believe, should be the main focus for teachers and students. Changes may come in the form of actual adjustments to teaching styles or to requirements. And in the case for both the student and the teacher, both should be aware of the insidiousness of the mentality of the Game of School and do his/her utmost to stave off the poison.
The lessons from school that have had the most lasting impact were not homework assignments or work sheets that most teachers have given at some point it time, but the moments when I had to use my creativity and thoughts to create meaning behind a lesson or idea.
I think that the importance of standardized tests does stifle the creativity of both students and teachers. It seems however, that these tests are a necessary part of today’s schools, and while I do not agree that they are the best strategy, while they are here, teachers have to adapt and make lessons incorporating ideas more interactive, and therefore more memorable.
I think that students are largely responsible for the quality of education that they receive. Sure every once in a while you will get a teacher who really is to blame because you can tell they could really care less, but other than that it is up to the student. If you do not have the best textbooks or resources, make the best with what you have. If you are given work to do, actually do it and come to class prepared. If you feel like all you are doing is busy work, go out of the realm of what is asked of you and learn on your own. These efforts are up to the student. If you sit back and school and do the minimum, guess what, your education value is going to be low. But, if you go out of your to learn as much as you can while you are in school, you are going to get a quality education no matter what the outside factors are.
The "game of schools" did not change my view of schools that much as far as the way that I saw students. Like the article says, students know how to play as much as the teachers do. But I was intrigued when brought face to face with the obstacles teachers face.
A lot of times when you are student, you see a teacher as exactly that and not much else. Reading all of those issues made me take a step back and think about how difficult a job teaching really is. Not only do they have to deal unmotivated students, but they have to work with negative colleagues and bad administration. It is easy to understand, in a sympathetic way, why teachers sometimes just take the shortcut.
I think the game of schools will work to improve schools because it is one general problem that will solve many smaller problems, almost in a domino effect. For example, if you solve students willingness to learn, teachers may feel more inspired to learn. Another would be, if you let teachers teach off the curriculum and made it more lenient for them, they could inspire students to learn more.
The "Game of Schools" outlines many problems that teachers and students face every day in schools. But it also shed light on the fact that neither student or teachers can face this problem by themselves, they must work together.
24th September, 2012
EDC 102H
Dr. Fogelman
Game of School
Reading about the game of school was as though someone had documented my academic performance. It was eerily similar to my self-proclaimed laziness – where I do the bare minimum in order to ensure a good grade. The game of school, for me, despite the subject or the teacher, has always been apparent. At best, the game has only been minimized because of my enthusiasm for a class. Even so, I find that my learning is not solely for the purpose of intellectual advancement, but rather an A. At some level, I do not even feel guilty about playing the game, for it is encouraged by the great importance that is weighed upon in regards to class rank. Without an impressive record, one cannot expect to advance onto an outstanding college, ultimately leading to the greatest careers. This academic record, however, does not necessary entail that the student had actually learned the material, instead of just memorizing it. While this is a very prominent problem, I do not see a way of avoiding it. There seems to be no other plausible way than a report card to give objective feedback on a student’s performance, and this will always be the most looked to indicator of a child’s improvement. Until this conundrum is addressed, I do not see the game of school ending; and I, among many others, will continue to play it, not getting the most from our education because of a misplaced goal of doing anything for the A.